Dudley Elementary (06580005)

Overview:

This report card contains information required by the federal No Child Left Behind Act (NCLB) for our school and district including: teacher qualifications; student achievement on the Massachusetts Comprehensive Assessment System (MCAS); and school/district accountability.

Enrollment and Educator Data (as of October 1, 2009)

A highly qualified teacher is defined as a teacher holding a Massachusetts teaching license at the Provisional, Initial, or Professional level and demonstrating subject matter competency in the areas they teach. Core academic areas include English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. (Notes: Self-contained classroom courses have been weighted to reflect the core academic courses within them.) For more information, please visit: http://www.doe.mass.edu/nclb/hq/.

High Poverty Schools are schools in the top quartile of poverty in the State. Low Poverty Schools are in the bottom quartile of poverty in the State.

Waivers are granted to unlicensed or inappropriately licensed personnel upon district request if the district was unable, after making a good faith effort, to find a capable, appropriately licensed candidate for a teaching position. Waivers are valid for only one school year. For more information on waivers, please see the section entitled About the Data at the end of this document.

Enrollment - 2009-10

School

District

State

Total Count

449

4,348

957,053

Race/Ethnicity (%)

African American or Black

0.9

0.7

8.2

Asian

0.0

0.0

5.3

Hispanic or Latino

4.9

3.7

14.8

Multi-race, Non-Hispanic

2.0

1.1

2.2

Native American

0.2

0.1

0.3

Native Hawaiian or Pacific Islander

1.1

1.2

0.1

White

90.9

93.2

69.1

Gender (%)

Male

54.1

50.4

51.3

Female

45.9

49.6

48.7

Selected Populations (%)

English Language Learner

1.3

1.1

6.2

Low-Income

20.5

13.5

32.9

Students w/Disabilities

11.8

12.8

17.0

First Language Not English

1.3

2.4

15.6

Grades Offered:

02, 03, 04

Educator Data - 2009-10

School

District

State

Total # of Teachers

24.0

284.2

69,908.9

Percentage of Teachers Licensed in Teaching Assignment

100.0

98.6

97.1

Total Number of Classes in Core Academic Areas

154

1,307

280,489

Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified

100.0

99.5

97.3

Percentage of Core Academic Classes Taught by Teachers Who are Not Highly Qualified

0.0

0.5

2.7

Student/Teacher Ratio

18.7 to 1

15.3 to 1

13.7 to 1

Percentage of Public Elementary and Secondary School Teachers Issued Waivers

-

1.0

1.4

2009 Massachusetts and Nationwide NAEP Results by Student GroupAverage Scaled Scores and Percentages of Students at Each Achievement Level

NAEP, or the National Assessment of Educational Progress, is often called the "Nation's Report Card." It is the only measure of student achievement in the United States that allows you to compare the performance of students in Massachusetts with the performance of students across the nation or in other states. Students take the NAEP in reading and mathematics every two years. When reviewing these results, it is important to keep in mind that the NAEP results are based on a small sample of students across Massachusetts, not the population of Massachusetts students. For more information, please visit http://www.doe.mass.edu/mcas/naep/faq.html.

The following symbols are used to denote the NAEP achievement levels: A for Advanced, P+ for Proficient and above, B+ for Basic and above, BB for Below Basic. The symbol "#" means that the estimated number of students rounds to zero.

GRADE LEVEL 4 - READING

Student Group

Massachusetts

National Public

Avg. Scaled Score

% at Each Level

Avg. Scaled Score

% at Each Level

A

P+

B+

BB

% Assessed

A

P+

B+

BB

% Assessed

All Students

234

13

47

80

20

100

220

7

32

66

34

100

Stud. w/ Disab

211

5

21

54

46

15

189

2

12

34

66

10

LEP/FLEP

198

1

12

40

60

6

188

#

6

29

71

9

African American/Black

216

3

23

62

38

7

204

2

15

47

53

16

Asian/Pacific Islander

241

22

56

85

15

5

234

17

48

79

21

5

Hispanic/Latino

211

3

20

56

44

17

204

2

16

48

52

21

White

241

17

56

87

13

69

229

10

41

77

23

54

Low-Income

215

3

23

61

39

33

206

2

17

51

49

47

GRADE LEVEL 4 - MATHEMATICS

Student Group

Massachusetts

National Public

Avg. Scaled Score

% at Each Level

Avg. Scaled Score

% at Each Level

A

P+

B+

BB

% Assessed

A

P+

B+

BB

% Assessed

All Students

252

12

57

92

8

100

239

6

38

81

19

100

Stud. w/ Disab

237

4

32

81

19

15

220

2

19

59

41

12

LEP/FLEP

221

1

15

62

38

7

218

1

12

57

43

10

African American/Black

236

2

30

84

16

8

222

1

15

63

37

16

Asian/Pacific Islander

264

28

70

96

4

6

255

18

61

91

9

5

Hispanic/Latino

232

2

25

78

22

17

227

1

21

70

30

22

White

258

14

67

97

3

68

248

8

50

90

10

54

Low-Income

237

3

31

83

17

34

228

1

22

71

29

48

GRADE LEVEL 8 - READING

Student Group

Massachusetts

National Public

Avg. Scaled Score

% at Each Level

Avg. Scaled Score

% at Each Level

A

P+

B+

BB

% Assessed

A

P+

B+

BB

% Assessed

All Students

274

5

43

83

17

100

262

2

30

74

26

100

Stud. w/ Disab

251

1

18

61

39

15

229

#

8

37

63

10

LEP/FLEP

217

#

3

25

75

2

219

#

3

25

75

5

African American/Black

251

1

17

64

36

8

245

#

13

56

44

16

Asian/Pacific Islander

281

10

50

89

11

6

273

6

44

82

18

5

Hispanic/Latino

250

1

17

62

38

10

248

1

16

59

41

20

White

279

6

49

87

13

74

271

3

39

83

17

57

Low-Income

254

1

20

66

34

29

249

1

16

60

40

43

GRADE LEVEL 8 - MATHEMATICS

Student Group

Massachusetts

National Public

Avg. Scaled Score

% at Each Level

Avg. Scaled Score

% at Each Level

A

P+

B+

BB

% Assessed

A

P+

B+

BB

% Assessed

All Students

299

17

52

85

15

100

282

7

33

71

29

100

Stud. w/ Disab

271

4

21

59

41

14

249

1

9

36

64

10

LEP/FLEP

238

1

8

22

78

2

243

1

5

28

72

6

African American/Black

272

3

23

62

38

8

260

1

12

49

51

16

Asian/Pacific Islander

314

35

66

90

10

6

300

20

53

84

16

5

Hispanic/Latino

271

4

21

62

38

11

266

2

17

56

44

21

White

305

20

59

91

9

73

292

10

43

82

18

56

Low-Income

278

5

29

69

31

29

266

2

17

57

43

43

2009 Massachusetts NAEP ResultsParticipation Rates for Students with Disabilities and for English Language Learner Students

The NAEP program has always endeavored to assess all students selected for testing. In all NAEP schools, accommodations are provided as necessary for students with disabilities and/or English language learners. School staff who are familiar with these students are asked a series of questions to help them decide whether each student should participate in the assessment and whether the student needs accommodations.

Dudley Elementary: 2010 Adequate Yearly Progress (AYP) Data

To make AYP in 2010, a student group must meet (A) a student participation requirement, either (B) the State's 2010 performance target for that subject or (C) the group's own 2010 improvement target, and (D) an additional attendance or graduation requirement.

About the Data

Enrollment and Educator Data

Notes: The "Total # of Teachers" is displayed as the full-time equivalency count of teachers rounded to one place after the decimal.

"Social Studies" is not a core academic subject area as defined by NCLB. However, in Massachusetts it is understood that there are teachers licensed in social studies who may be teaching other core subject areas such as "geography, civics/government, or economics" under the social studies license. For this reason, districts are advised that teachers teaching under a social studies license must be highly qualified in the NCLB-defined core subject areas they are teaching.

The waiver data included in this 2010 NCLB Report Card reflects only academic waivers issued during the 2009-2010 school year; it does NOT include critical shortage waivers. The schools included in the data are those in school districts and Horace Mann charter schools, all of whose teachers are required to hold an appropriate license per M.G.L. c.71, §38G. Important information about waivers:

Waivers are valid for only one school year

The data does not indicate whether a teacher taught under a waiver for the full year; many teachers receive the appropriate license during the school year

The district may apply for subsequent waivers, should a teacher not obtain licensure while working under a first year waiver, but must demonstrate that the educator is making significant progress toward obtaining the required license

The waiver percentage is based on the total number of individual for whom ESE issued academic waivers, divided by the total number of teachers in the district, as reported in the October 2009 EPIMS data collection

A single teacher on a waiver in a smaller district would have a greater impact than on a larger district and the waiver percentages, therefore, are not comparable between districts

Teachers in Commonwealth charter schools are required either to be licensed or to pass the teacher test, (M.G.L. c.71, §89 (ii) and 603 CMR 1.07), and are therefore not included in the data

Horace Mann Charter School teachers are required to hold an appropriate license (M.G.L. c.71, §38G) and are therefore included in the data

Student Groups (as of October 1, 2009)

African American or Black: A person having origins in any of the black racial groups of Africa.Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent.First Language Not English: A student whose first language learned or used by the parent/guardian with the child is not English.Formerly Limited English Proficient (FLEP): A student who has transitioned out of LEP status during the current school year or within the past two school years.Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.Limited English Proficient (LEP): A student whose first language is a language other than English who is unable to perform ordinary classroom work in English.Low Income: An indication of whether a student is eligible for free or reduced price lunch; or the student receives Transitional Aid to Families benefits; or the student is eligible for food stamps.Migrant: An indication of whether an individual or a parent/guardian accompanying an individual maintains primary employment in one or more agricultural or fishing activities on a seasonal or other temporary basis and establishes a temporary residence for the purposes of such employment.Multi-race, Non-Hispanic: A person selecting more than one racial category and non-Hispanic.Native American: A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment.Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.Special Education: A student with disabilities who has an Individualized Education Plan (IEP) as defined under the Individuals with Disabilities Education Act.Title I: Student receives Title I services.White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

Above Proficient: Students demonstrate mastery of challenging subject matter and construct solutions to challenging problems.Advanced: Students demonstrate a comprehensive and in-depth understanding of rigorous subject matter and provide sophisticated solutions to complex problems.Proficient: Students demonstrate a solid understanding of challenging subject matter and solve a wide variety of problems.Needs Improvement: Students demonstrate a partial understanding of subject matter and solve some simple problems.Warning/Failing: Students demonstrate a minimal understanding of subject matter and do not solve simple problems.

CPI: The Composite Performance Index (CPI) is an aggregate measure of student achievement in a school or district. CPI points are awarded to each student who took the MCAS tests according to the tables below. School and district CPIs represent the average number of CPI points awarded to students tested in the school or district.

SGP: Each student who participated in the MCAS ELA or Mathematics tests in grades 4-8 or 10 and who also took the last MCAS test in that subject receives a Student Growth Percentile (SGP) score. The SGP compares a student's MCAS score with the scores of all students in the state at that grade level who received similar MCAS scores in prior years. SGPs range from 1 to 99, with 50 being average; higher numbers represent higher growth and lower numbers represent lower growth. An SGP of 75, for example, means the student's progress is higher than 75 percent and lower than 25 percent of the students in the state with similar prior test scores. This method works independently of MCAS achievement levels. Therefore, all students, no matter the scores they earned on past MCAS tests, have an equal chance to demonstrate growth at any of the 99 percentiles. School and district growth percentiles represent the growth of the median, or middle, student in the school or district. Most school and district median SGPs tend to range between 40 and 60. Schools outside of that range are showing less or more growth than the typical school in Massachusetts. For more information, go to http://www.doe.mass.edu/mcas/growth/

Accountability Data (2010)

As required by the federal No Child Left Behind Act (NCLB), all schools and districts are expected to meet or exceed specific student performance standards in English language arts and mathematics by the year 2014. AYP determinations are issued yearly based on the performance of all students and for student subgroups to monitor the interim progress toward attainment of those goals. For more information on AYP, please see http://www.doe.mass.edu/sda/ayp/